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Article
Publication date: 14 June 2021

Jana Poláchová Vašt'atková and Miroslav Dopita

The article explores the current as well as the future concepts of university teaching by the academics/the “leaders of educational sciences” in the context of the changes of the…

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Abstract

Purpose

The article explores the current as well as the future concepts of university teaching by the academics/the “leaders of educational sciences” in the context of the changes of the academia that have affected the academic professionalization.

Design/methodology/approach

The Delphi method was implemented to answer a research question dealing with the possible change in academics' concept of teaching as part of their current and future work. In this study, the experienced academics in the area of educational science are seen as the “leaders” since through their intensive teaching activities on all three levels (bachelor, master and doctoral) as well as through the high-quality research, they “lead” the concept of a particular science as well as the educational policy. Four rounds were used for consensus building among “leaders” based on a multiple interaction in an anonymous setting.

Findings

The research points out that academic professionalization in research is at its maximum. The currently perceived concept of teaching is content-oriented. However, the results also indicate the need for a gradual change in training Czech academics, should they accept their role also as university teachers in the future and be able to highlight the predicted change of teaching to support learning. Whether the strategy of a particular university will or will not accept all the academics' diverse roles seems to become the crucial factor.

Research limitations/implications

Several rounds with the same group of experts, which is the principle of Delphi method, is at the same time a limitation of the study, as in most of the research based on this method. The participation in the expert panel dropped throughout the rounds; however, geographic (in terms of university) dispersion of participating experts remained. The final fourth round confirmed the collective judgments of academics.

Practical implications

The article broadens the understanding of changes in the content of academics' professionalization with respect to changes in the academia. It emphasizes the role of an academic as an educator and concludes with the need of institutional reform in the context of a single university in a decentralized system.

Social implications

The article questions the trends of (national) educational policy in the sense that academics at universities are not only scientists but also teachers. However, the study also shows that the acceptance of their teaching abilities remains mainly on the organizational level.

Originality/value

A less common method of data collection among rather rarely involved group of experts in educational sciences brings a different view of the profession of academics, who (not only in the Czech context) are seen mainly as researchers and not as teachers. Humboldt's ideal regarding the unity of diverse roles is, thus, threatened due to narrower focus on academics' professionalization.

Details

Journal of Professional Capital and Community, vol. 6 no. 4
Type: Research Article
ISSN: 2056-9548

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Article
Publication date: 9 May 2024

Nikol Naňáková and Miroslav Dopita

The process of talent development (TD) is one of the current trends in HRM and human resource development (HRD). Although scientific literature addressing the topic emphasizes…

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Abstract

Purpose

The process of talent development (TD) is one of the current trends in HRM and human resource development (HRD). Although scientific literature addressing the topic emphasizes that through development of talents, organizations can increase their productivity, performance and competitiveness, little is known so far concerning the development of this research field as a whole and particularly concerning theories prevailing in the area. While research into the field has been ongoing for two decades, the area has not yet been systematized based on key theories used as starting points for the research. The purpose of this paper is to focus on which theories in HRD are used in TD.

Design/methodology/approach

Concerning the topicality of TD, the present article provides a systematic review of literature summarizing current theories in TD based on the currently used typology of theories in HRD, adding the fourth pillar to the existing three, i.e. theories concerning adult learning and education, to increase the stability of the typology.

Findings

The paper argues that the area of TD prevalently uses sociological, psychological and ethical theories, which may be attributed to trends in HRD. The insufficient representation of theories of learning in TD, particularly in view of the fact that adult learning and development is the essence of TD, is an important finding. This finding is particularly important for science concerning adult learning and education.

Originality/value

The benefit of the presented analysis lies in a systematization of the individual theories and a comprehensive overview of the current theoretical framework of TD, as well as suggestions for future research making use of adult learning and education theories.

Details

European Journal of Training and Development, vol. 49 no. 1/2
Type: Research Article
ISSN: 2046-9012

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